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A recent survey of Irish adults revealed that 53% view their school days as the best years of their lives.^[1] Whether you would agree or not, it’s evident that our experiences during those formative years leave a lasting impact. Reflecting on my own time in secondary school, I recognise numerous lessons that have stayed with me to this day. From academic knowledge, like the mitochondria being the powerhouse of the cell, to the complexities of enduring friendships, secondary school left an imprint. Now, as I work closely with secondary schools and lead Faith and Wellbeing retreats as part of An Tobar Nua, I find it meaningful to revisit those transformative years and acknowledge how Religious Education (RE) has been foundational to my present life.

Growing up in rural Co Donegal, my exposure to religious diversity was minimal. I attended a small Catholic primary school, with only one Presbyterian classmate, which was my first encounter with someone who had a faith different to the one I had grown up surrounded by. While TV had depicted people with varying beliefs, it was secondary school that provided deeper insights into the heart behind religion for me; exploring why people dedicate themselves to their beliefs and how they live them out. 

Attending a secondary school with 700 students, significantly larger than my primary school of 80, welcomed a lot more variety to the life experiences and beliefs of my peers. Despite the school’s Christian ethos, my horizons for what belief consisted of were naturally expanding in this new environment – as I was interacting with atheists, agnostics, and students of other Christian denominations and religions, as well as those embracing the newly popular philosophy of ‘YOLO’ (“You only live once”).

The Junior Certificate RE curriculum provided my first formal introduction to major world religions, fostering a deeper understanding of Hinduism, Judaism, Islam, Buddhism, and Christianity, and helping me more fully comprehend the perspective of those who followed these religions. In particular, I remember writing a project on Hinduism; and being fascinated by it all. Realising that somewhere in the world that someone, much like me, might be researching Christianity in a similar manner, despite growing up surrounded by the Hindu faith and culture, really impacted me. I felt knowledgeable of, and connected to, the world in a way I hadn’t before experienced.

In the Senior Cycle, questions and discussions on morality became a highlight, offering a platform for expressing my thoughts and opinions. Looking back, I think it was the feeling of being heard and welcomed into important discussion regardless of ‘just’ being a teenager, that caused me to really savour these classes. Engaging with ethical issues, I discovered the depth of my convictions and enjoyed contrasting ideas from classmates. Both faith and morality remained integral to my life outside of school, driving me to explore them further.

Transitioning to University, the trend of increasing diversity persisted. Theology was one of the main subjects in my undergraduate degree, with World Religions and Moral Ethics being two core modules in the course. So, having those foundations from my Junior and Senior Cycle RE proved relevant as I moved forward with studying in these classes. As I engaged with and nurtured my own beliefs, studies like “Theology of the Body” made me more aware of holistic wellbeing, emphasising the interconnectedness of one’s mentality, physicality and spirituality within the Christian tradition. This perspective resonated deeply, guiding my personal and academic pursuit toward a greater understanding of human worth and dignity.

Nowadays, there is a more prominent focus on wellbeing in secondary schools than what I experienced during my school days. Notably, it has found a central place within many RE departments, with their wellbeing initiatives often aligning with that view of the interconnected body and soul and nurturing the mental and physical health of the student, as well as their intellectual and spiritual components. It is a shift that has aligned, in some ways, with the timeline of my own expanding perception of this concept.

While the RE classes from my school experience have not been the sole contributors to my faith and moral development, looking back, I see how they have served as a helpful starting point. Like many others, I reminisce fondly on those teenage years of my life – albeit tinged with some awkward, painful and funny moments – and I recognise the enduring impact RE has had throughout different stages of my journey. As John Maxwell puts it, “reflection is what turns experience into insight,”^[2] – affirming the ongoing significance of those formative years in shaping who I am today.

An Tobar Nua have developed SAOL, the free RE Resource for any teacher across Ireland, as a tool to facilitate engaging and reflective conversation for secondary school students to help enrich their academic and personal development. To sign up today, simply visit SAOL.antobarnuaretreats.ie.

^[1] “School Days the Best Days of Your Life? | Meath Chronicle,” Meath Chronicle, July 12, 2020, https://www.meathchronicle.ie/2020/07/12/school-days-the-best-days-of-your-life/.

^[2] Mike Reuter, “On Reflection – Turning Experience Into Insight,” Three Minute Leadership, June 9, 2020, https://threeminuteleadership.com/2019/01/06/on-reflection-turning-experience-into-insight/.